{"content":"\u003cdiv class=\"title\"\u003eAdvancing STEM Graduate Education: The \u201cI\u2019s\u201d Have It\u003c\/div\u003e\u003cdiv\u003e\u0026nbsp;\u003c\/div\u003e\u003cdiv\u003e\u003ch5\u003e\r\n\t\u003cstrong\u003eFour \u0026ldquo;Imperatives\u0026rdquo; Facing Graduate Education\u003c\/strong\u003e\u003c\/h5\u003e\r\n\u003cp\u003eA host of recent studies and recommendations (Commission on the Future of Graduate Education in the United States, 2010; Denecke, 2009), including many associated with the Council of Graduate Schools (CGS), have reinforced the importance of four \u0026ldquo;Imperatives\u0026rdquo; crucial to the transformation of graduate education.\u0026nbsp; Indeed, these \u0026ldquo;I\u0026rsquo;s Have It\u0026rdquo; as new strategies and effective practices unfold that help define the path forward:\u003c\/p\u003e\r\n\u003cul\u003e\r\n\t\u003cli\u003e\r\n\t\t\u003cem\u003eInclusiveness\u003c\/em\u003e\u0026mdash;Broadening participation and access to graduate education (Council of Graduate Schools, 2009),\u003c\/li\u003e\r\n\t\u003cli\u003e\r\n\t\t\u003cem\u003eInterdisciplinary Programs\u003c\/em\u003e\u0026mdash;Advancing integrative research and education to address the complex challenges facing society while maintaining strength in the core disciplines (Council of Graduate Schools, 2010),\u003c\/li\u003e\r\n\t\u003cli\u003e\r\n\t\t\u003cem\u003eInto Careers\u003c\/em\u003e\u0026mdash;Fostering professional development and enhanced career opportunities for graduate students (Commission on Pathways through Graduate School and Into Careers, 2012),\u003c\/li\u003e\r\n\t\u003cli\u003e\r\n\t\t\u003cem\u003eIntellectual Capital and Innovation\u003c\/em\u003e\u0026mdash; Fueling the U.S. competitive advantage in the global economy through world-class graduate education (Council of Graduate Schools, 2008).\u003c\/li\u003e\r\n\u003c\/ul\u003e\r\n\u003cp\u003eThis article is informed by these broad objectives as it focuses specifically on graduate education in Science, Technology, Engineering and Mathematics (STEM) disciplines and the associated federal investments from lead agencies such as the National Science Foundation (NSF). Most importantly, the article endeavors to spark a new round of dialogue with the academic community and associated graduate school leadership concerning future actions involving agencies such as NSF to maintain U.S. leadership in STEM fields.\u003c\/p\u003e\r\n\u003ch5\u003e\r\n\t\u003cstrong\u003e\u0026ldquo;An Interface\u0026rdquo;: The NSF\/CGS Dean in Residence (DIR) Position\u003c\/strong\u003e\u003c\/h5\u003e\r\n\u003cp\u003eIt was my privilege to accept the DIR position as of March 1, following eleven years as the Vice President for Research and Dean of the Graduate School at the University of Oregon. It is an exceptional opportunity to engage and link national and university leadership supporting STEM graduate education. Funding for the position is provided by a grant from NSF to CGS, with the expectation of robust connections between the DIR and NSF\u0026rsquo;s seven directorates.\u003c\/p\u003e\r\n\u003cp\u003eThe NSF is the leading federal funder of basic research in science and engineering, and for U.S. STEM education programs more generally. (NSTC Committee on Science, Technology, Engineering, and Math Education, 2010) It supports approximately 40,000 graduate students annually through direct funding (research fellowships) or indirect funding (grants to institutions that provide graduate research assistantships or traineeships). The NSF\u0026rsquo;s commitment to the Dean in Residence position is a reflection of its continuing interest in catalyzing transformational change in research and education to sustain U.S. excellence in science and technology fields.\u003c\/p\u003e\r\n\u003cp\u003e\u003ca href=\"http:\/\/www.nsf.gov\/div\/index.jsp?div=DGE\" target=\"_blank\"\u003eThe DIR position is affiliated with the Division of Graduate Education (DGE)\u003c\/a\u003e within NSF\u0026rsquo;s Directorate for Education and Human Resources (EHR). The DGE oversees the Graduate Research Fellowship Program (GRF) and the Integrative Graduate Education and Research Traineeship Program (IGERT). The DIR provides perspectives to DGE and CGS about programs and prospective strategies supporting STEM graduate education. The DIR also facilitates communication and networking between NSF and CGS, as well as with the broader institutions and stakeholders involved in STEM graduate education.\u003c\/p\u003e\r\n\u003ch5\u003e\r\n\t\u003cstrong\u003eNSF\u0026rsquo;s \u0026ldquo;Portfolio\u0026rdquo; for STEM Graduate Education\u0026mdash;Addressing \u0026ldquo;I\u0026rsquo;s\u0026rdquo; beyond Its Core Mission of Basic Research\u003c\/strong\u003e\u003c\/h5\u003e\r\n\u003cp\u003eDr. Subra Suresh, the current NSF Director, has aligned the agency around a primary goal, \u0026ldquo;\u0026hellip;Educational excellence in all NSF activities and research excellence in all NSF activities\u0026hellip;\u0026rdquo; (Morrissey, 2012) Exploiting the synergies in coupling leading- edge research and education is paramount, as is cross-agency collaboration that enhances efficiency and promotes leveraging of resources. In short, the objective is \u0026ldquo;OneNSF,\u0026rdquo; an optimal integration of programs for research, education, innovation, and training while retaining basic research as the core NSF mission (Morrissey, 2012).\u003c\/p\u003e\r\n\u003cp\u003eWithin the estimated 40,000 graduate students supported annually by NSF, the large majority are supported on research assistantships, with the remainder funded through graduate research fellowships (10-15%), or traineeships (6-8%) (Lightbourne, 2012).\u003c\/p\u003e\r\n\u003cp\u003e\u003ca href=\"http:\/\/www.nsf.gov\/funding\/pgm_summ.jsp?pims_id=6201\u0026amp;org=DGE\u0026amp;from=home\" target=\"_blank\"\u003eThe Graduate Research Fellowship program\u003c\/a\u003e was created at the inception of NSF, and celebrates its 60th year in 2012. The occasion will provide an extraordinary opportunity to highlight the impact of this sustained NSF commitment to the development of many thousands of graduate students, thereby providing the foundation for their countless contributions to sustaining the nation\u0026rsquo;s science and engineering research and education enterprise. The agency-wide fellowship program has supported many of the most promising young minds through nurturing early research endeavors, and has provided a cohesive focus to enable NSF support across all STEM disciplines. Innovations to enhance partnerships with the directorates have occurred recently, notably a co-sponsorship of industry internships involving the Directorate for Engineering. There are increasing efforts to expand global opportunities and international research experiences for fellows, such as the Nordic Research Opportunity supplements to GRF awards. The NSF continues to assess the GRF program, including program administration and outcomes such as impact on broadening participation in the STEM workforce.\u003c\/p\u003e\r\n\u003cp\u003e\u003ca href=\"http:\/\/www.nsf.gov\/funding\/pgm_summ.jsp?pims_id=12759\u0026amp;org=DGE\u0026amp;from=home\" target=\"_blank\"\u003eIn more recent times, the NSF launched its formal traineeship programs, such as IGERT\u003c\/a\u003e.\u003c\/p\u003e\r\n\u003cp\u003eSince 1997, there have been 278 IGERT awards with more than 5,200 students supported. IGERT has compiled an increasingly compelling collection of data on outcomes indicating that:\u003c\/p\u003e\r\n\u003cul\u003e\r\n\t\u003cli\u003e\r\n\t\tTraineeships have accelerated graduate student training addressing the scientific and technical challenges of our time.\u003c\/li\u003e\r\n\t\u003cli\u003e\r\n\t\tTraineeships have cultivated Ph.D. scientists and engineers with enhanced technical and professional skills, as well as broader interdisciplinary perspectives.\u003c\/li\u003e\r\n\t\u003cli\u003e\r\n\t\tTraineeships have facilitated diversity in student participation and preparation.\u003c\/li\u003e\r\n\t\u003cli\u003e\r\n\t\tTraineeships have promoted engagement in settings where students consider how their discoveries may contribute to society and the \u0026ldquo;innovation ecosystem.\u0026rdquo;\u003c\/li\u003e\r\n\t\u003cli\u003e\r\n\t\tTraineeships have provided a wealth of educational experiences bridging research and outreach, such as opportunities for university-industry research partnerships.\u003c\/li\u003e\r\n\u003c\/ul\u003e\r\n\u003cp\u003eYet, there is intense budget pressure across NSF, and the potential is very real for a major decrease in FY13 IGERT funds relative to levels of just two years ago. It appears to me that a continuing need is for NSF to catalyze institutional transformations that sustain and enhance the professional training of graduate students, in aspects such as research ethics, leadership, entrepreneurship, management, and analytical and communication skills. The question will be how to best accomplish that across the agency and how to appropriately align it with the needs of academic institutions and employers more generally.\u0026nbsp;\u003c\/p\u003e\r\n\u003cp\u003eInitiatives are underway to extend the IGERT model to NSF\u0026rsquo;s emerging interdisciplinary research priorities, notably a new partnership announced with the Cyberinfrastructure Framework for 21st Century Science and Engineering Program (CIF21). It will be of interest to see how such an experiment might extend to NSF\u0026rsquo;s other interdisciplinary initiatives.\u003c\/p\u003e\r\n\u003cp\u003eMore broadly, it appears timely to consider how NSF\u0026rsquo;s current investments in center and traineeship programs may be leveraged more effectively to enhance training opportunities for graduate students funded through other NSF mechanisms such as GRFs or RAs. Inter-agency discussions are developing to better coordinate and validate the federal portfolio of STEM education investments. All of this, of course, is directly relevant to the enormous challenges facing our universities in institutionalizing educational opportunities and approaches.\u0026nbsp; At the core is the objective of expanding access to effective practices in STEM graduate education, irrespective of the funding mechanisms involved.\u003c\/p\u003e\r\n\u003cp\u003eBeyond the central programs administered through NSF\u0026rsquo;s Division of Graduate Education, it is important to recognize that NSF has a very diverse array of initiatives and research programs that help respond to the four \u0026ldquo;Imperatives\u0026rdquo; facing all of graduate education. For example, major center grants such as Science and Technology Centers (STCs) and Engineering Research Centers (ERCs), have elevated graduate student research and training opportunities.\u003c\/p\u003e\r\n\u003cp\u003eIndeed, NSF provides a broader set of \u0026ldquo;I\u0026rsquo;s\u0026rdquo; that appropriately align with the emerging goals for transformational change in STEM graduate education. Table 1 provides a listing with associated hyperlinks to representative NSF activities and programs. Within the limited space available for this article, I can highlight only a few recent NSF developments that enhance research or training opportunities impacting graduate education.\u003c\/p\u003e\r\n\u003cp\u003eIllustrations of new cross-agency efforts having strong support from the NSF Director\u0026rsquo;s office include interdisciplinary initiatives related to CREATIV (Creative Research Awards for Transformative Interdisciplinary Ventures), international partnerships involved with SAVI (Science Across Virtual Institutes), and translational research partnerships through I-Corps (Innovation Corps). Graduate students stand to benefit from all of these opportunities, as do university research teams more generally.\u0026nbsp;\u003c\/p\u003e\r\n\u003cp\u003eThe NSF has long recognized the value of interdisciplinary research, including solicited and unsolicited interdisciplinary proposals, programs focused on areas of national need and importance, various center competitions, and grants advancing the integration of research, education and training activities. Approximately one-third of recent NSF proposal solicitations included the word \u0026ldquo;interdisciplinary.\u0026rdquo;\u003c\/p\u003e\r\n\u003cp\u003eThe CREATIV program is a new initiative that endeavors to support \u0026ldquo;unrestrained\u0026rdquo; interdisciplinary research proposals that are both \u0026ldquo;creative and risky.\u0026rdquo; Leverage will be achieved in that half of the funds will come from the NSF Director\u0026rsquo;s Office matched by a combination of resources from the relevant directorates. The program may provide as much as $120 million per year when it is fully implemented. In comparison, the current IGERT budget is on the order of $60 million annually.\u003c\/p\u003e\r\n\u003ctable align=\"center\" border=\"1\" cellpadding=\"1\" cellspacing=\"1\" style=\"width: 700px;\"\u003e\r\n\t\u003ctbody\u003e\r\n\t\t\u003ctr\u003e\r\n\t\t\t\u003ctd\u003e\r\n\t\t\t\t\u003cp class=\"rtecenter\"\u003e\u003cstrong\u003eThe NSF\u0026rsquo;s \u0026ldquo;I\u0026rsquo;s\u0026rdquo;:\u0026nbsp; Examples of NSF programs, offices and initiatives that support the four \u0026ldquo;Imperatives\u0026rdquo; in the context of STEM research and graduate education.\u003c\/strong\u003e\u003c\/p\u003e\r\n\t\t\t\t\u003cp\u003e\u0026nbsp;\u003c\/p\u003e\r\n\t\t\t\t\u003cp\u003e\u003cbr \/\u003e\r\n\t\t\t\t\t\u003cstrong\u003eIntegration of Research, Education and Outreach\u003c\/strong\u003e\u003c\/p\u003e\r\n\t\t\t\t\u003cul\u003e\r\n\t\t\t\t\t\u003cli\u003e\r\n\t\t\t\t\t\t\u003ca href=\"http:\/\/www.nsf.gov\/funding\/pgm_summ.jsp?pims_id=12759\u0026amp;org=DGE\u0026amp;from=home\" target=\"_blank\"\u003eIntegrative Graduate Education and Research Traineeship Program (IGERT)\u003c\/a\u003e\u003c\/li\u003e\r\n\t\t\t\t\t\u003cli\u003e\r\n\t\t\t\t\t\t\u003ca href=\"http:\/\/www.nsf.gov\/dir\/index.jsp?org=OIA\" target=\"_blank\"\u003eNSF Office of Integrative Activities (OIA)\u003c\/a\u003e\u003c\/li\u003e\r\n\t\t\t\t\u003c\/ul\u003e\r\n\t\t\t\t\u003cp\u003e\u0026nbsp;\u003c\/p\u003e\r\n\t\t\t\t\u003cp\u003e\u003cstrong\u003eInterdisciplinary Programs\u003c\/strong\u003e\u003c\/p\u003e\r\n\t\t\t\t\u003cul\u003e\r\n\t\t\t\t\t\u003cli\u003e\r\n\t\t\t\t\t\t\u003ca href=\"http:\/\/www.nsf.gov\/od\/oia\/additional_resources\/interdisciplinary_research\/\" target=\"_blank\"\u003ePortfolio of NSF Funding Mechanisms for Interdisciplinary Research\u003c\/a\u003e\u003c\/li\u003e\r\n\t\t\t\t\t\u003cli\u003e\r\n\t\t\t\t\t\t\u003ca href=\"http:\/\/www.nsf.gov\/od\/oia\/creativ\/\" target=\"_blank\"\u003eCreative Research Awards for Transformative Interdisciplinary Ventures (CREATIV)\u003c\/a\u003e\u003c\/li\u003e\r\n\t\t\t\t\t\u003cli\u003e\r\n\t\t\t\t\t\t\u003ca href=\"http:\/\/www.nsf.gov\/funding\/pgm_summ.jsp?pims_id=5300\" target=\"_blank\"\u003eJoint Initiative to Support Research at the Interface of the Biological and Mathematical Sciences (DMS\/NIGMS)\u003c\/a\u003e\u003c\/li\u003e\r\n\t\t\t\t\u003c\/ul\u003e\r\n\t\t\t\t\u003cp\u003e\u003cbr \/\u003e\r\n\t\t\t\t\t\u003cstrong\u003eInternational Cooperation\u003c\/strong\u003e\u003c\/p\u003e\r\n\t\t\t\t\u003cul\u003e\r\n\t\t\t\t\t\u003cli\u003e\r\n\t\t\t\t\t\t\u003ca href=\"http:\/\/www.nsf.gov\/dir\/index.jsp?org=OISE\" target=\"_blank\"\u003eOffice of International Science and Engineering (OISE)\u003c\/a\u003e\u003c\/li\u003e\r\n\t\t\t\t\t\u003cli\u003e\r\n\t\t\t\t\t\t\u003ca href=\"http:\/\/www.nsf.gov\/news\/special_reports\/savi\/index.jsp\" target=\"_blank\"\u003eScience Across Virtual Institutes (SAVI)\u003c\/a\u003e\u003c\/li\u003e\r\n\t\t\t\t\u003c\/ul\u003e\r\n\t\t\t\t\u003cp\u003e\u0026nbsp;\u0026nbsp; \u0026nbsp;\u003cbr \/\u003e\r\n\t\t\t\t\t\u003cstrong\u003eIndustry Partnerships and Innovation\u003c\/strong\u003e\u003c\/p\u003e\r\n\t\t\t\t\u003cul\u003e\r\n\t\t\t\t\t\u003cli\u003e\r\n\t\t\t\t\t\t\u003ca href=\"http:\/\/www.nsf.gov\/news\/special_reports\/i-corps\/\" target=\"_blank\"\u003eInnovation Corps (I-Corps)\u003c\/a\u003e\u003c\/li\u003e\r\n\t\t\t\t\t\u003cli\u003e\r\n\t\t\t\t\t\t\u003ca href=\"http:\/\/www.nsf.gov\/funding\/pgm_summ.jsp?pims_id=504708\u0026amp;org=IIP\u0026amp;from=home\" target=\"_blank\"\u003ePartnerships for Innovation (PFI)\u003c\/a\u003e\u003c\/li\u003e\r\n\t\t\t\t\t\u003cli\u003e\r\n\t\t\t\t\t\t\u003ca href=\"http:\/\/www.nsf.gov\/div\/index.jsp?div=iip\" target=\"_blank\"\u003eIndustrial Innovation and Partnerships (IIP)\u003c\/a\u003e\u003c\/li\u003e\r\n\t\t\t\t\u003c\/ul\u003e\r\n\t\t\t\t\u003cp\u003e\u0026nbsp;\u0026nbsp; \u0026nbsp;\u003cbr \/\u003e\r\n\t\t\t\t\t\u003cstrong\u003eInclusiveness- Broadening Participation\u003c\/strong\u003e\u003c\/p\u003e\r\n\t\t\t\t\u003cul\u003e\r\n\t\t\t\t\t\u003cli\u003e\r\n\t\t\t\t\t\t\u003ca href=\"http:\/\/www.nsf.gov\/funding\/pgm_summ.jsp?pims_id=6668\u0026amp;org=EHR\u0026amp;from=home\" target=\"_blank\"\u003eCenters of Research Excellence in Science and Technology (CREST)\u003c\/a\u003e\u003c\/li\u003e\r\n\t\t\t\t\t\u003cli\u003e\r\n\t\t\t\t\t\t\u003ca href=\"http:\/\/www.nsf.gov\/funding\/pgm_summ.jsp?pims_id=5474\u0026amp;org=EHR\u0026amp;from=home\" target=\"_blank\"\u003eAlliances for Graduate Education and the Professoriate (AGEP)\u003c\/a\u003e\u003c\/li\u003e\r\n\t\t\t\t\t\u003cli\u003e\r\n\t\t\t\t\t\t\u003ca href=\"http:\/\/www.nsf.gov\/funding\/pgm_summ.jsp?pims_id=5383\u0026amp;org=HRD\u0026amp;from=home\" target=\"_blank\"\u003eIncreasing the Participation and Advancement of Women in Academic Science and Engineering Careers (ADVANCE)\u003c\/a\u003e\u003c\/li\u003e\r\n\t\t\t\t\u003c\/ul\u003e\r\n\t\t\t\t\u003cp\u003e\u003cbr \/\u003e\r\n\t\t\t\t\t\u003cstrong\u003eImpact- Assessment\u003c\/strong\u003e\u003c\/p\u003e\r\n\t\t\t\t\u003cul\u003e\r\n\t\t\t\t\t\u003cli\u003e\r\n\t\t\t\t\t\t\u003ca href=\"http:\/\/readidata.nitrd.gov\/star\/about_starmetrics.php\" target=\"_blank\"\u003eSTAR Metrics\u003c\/a\u003e\u003c\/li\u003e\r\n\t\t\t\t\t\u003cli\u003e\r\n\t\t\t\t\t\t\u003ca href=\"http:\/\/www.nsf.gov\/funding\/pgm_summ.jsp?pims_id=13667\u0026amp;org=DRL\u0026amp;from=home\" target=\"_blank\"\u003eResearch on Evaluation of Education in Science and Engineering (REESE)\u003c\/a\u003e\u003c\/li\u003e\r\n\t\t\t\t\t\u003cli\u003e\r\n\t\t\t\t\t\t\u003ca href=\"http:\/\/www.nsf.gov\/attachments\/123272\/public\/NSFE\u0026amp;A_ONeil.pdf\" target=\"_blank\"\u003eEvaluation and Data-Driven Decision Making\u003c\/a\u003e\u003c\/li\u003e\r\n\t\t\t\t\u003c\/ul\u003e\r\n\t\t\t\u003c\/td\u003e\r\n\t\t\u003c\/tr\u003e\r\n\t\u003c\/tbody\u003e\r\n\u003c\/table\u003e\r\n\u003cp\u003e\u0026nbsp;\u003c\/p\u003e\r\n\u003cp\u003eInternational partnerships are also an increasing focus of the NSF portfolio, including numerous programs that seek to catalyze international collaborations in both research and education. A recent initiative involves SAVI, an innovative concept to foster and accelerate scientific advances through interactions among scientists, engineers and educators around the globe. SAVI specifically funds the exchange of students, postdocs and faculty between the U.S. and other countries. In the words of Dr. Suresh, \u0026ldquo;Good science anywhere is good for science everywhere, provided that a free and open flow of information, through a transparent process with measures to promote scientific ethics and integrity, flourishes everywhere\u0026rdquo; (Morrissey, 2012).\u003c\/p\u003e\r\n\u003cp\u003eAlthough NSF retains an unwavering commitment to the value of fundamental research, it has begun to devote some resources to help bridge \u0026ldquo;the Valley of Death\u0026rdquo; from basic discoveries to societal and commercial applications. I-Corps is a new opportunity to assess the readiness of emerging technology concepts for transitioning into valuable products through public-private partnerships. It will facilitate the convergence of scientific, technical and business expertise to help bring discoveries out of the university lab to the benefit of economic development and the public good.\u0026nbsp; The initial NSF goal is to make a modest annual allocation of about $5 million to develop a virtual network of mentors and to seed translational research that provides opportunities to university researchers, from undergraduates to faculty members, to probe the societal applications of their discoveries.\u003c\/p\u003e\r\n\u003ch5\u003e\r\n\t\u003cstrong\u003eInput\u0026mdash;Catalyzing Change and Next Steps\u003c\/strong\u003e\u003c\/h5\u003e\r\n\u003cp\u003eThe above sections have highlighted the variety of NSF programs and initiatives that directly or indirectly impact the direction of STEM graduate education. However, there are myriad unresolved questions, many extraordinarily complex in light of the wide variability of university programs, disciplinary \u0026ldquo;cultures,\u0026rdquo; and institutional resources. This article endeavors to spark new dialogue on the value of federal research and education partnerships in catalyzing transformational changes in graduate programs that will advance U.S. competitiveness.\u0026nbsp;\u003c\/p\u003e\r\n\u003cp\u003eFrom a university, perspective, what are the key issues regarding NSF\u0026rsquo;s portfolio and its alignment with the needs of graduate education? Possible focal points for future discussions of NSF priorities and activities include aspects such as:\u003c\/p\u003e\r\n\u003cul\u003e\r\n\t\u003cli\u003e\r\n\t\tProviding the optimal mix of funding mechanisms and models for graduate student success.\u003c\/li\u003e\r\n\t\u003cli\u003e\r\n\t\tAssuring the appropriate blend of disciplinary and interdisciplinary graduate research and training.\u003c\/li\u003e\r\n\t\u003cli\u003e\r\n\t\tElevating professional workforce competencies and skills, through educational and professional development experiences funded by NSF, for both master\u0026rsquo;s and doctoral students.\u003c\/li\u003e\r\n\t\u003cli\u003e\r\n\t\tAddressing fragmented support of STEM graduate education such as exists within NSF, between NSF and other federal agencies, or between NSF and academic institutions. \u0026nbsp;\u003c\/li\u003e\r\n\t\u003cli\u003e\r\n\t\tBroadening participation in the STEM professional workforce through expanded access to integrative research, training and educational opportunities as supported by NSF.\u003c\/li\u003e\r\n\t\u003cli\u003e\r\n\t\tAssessing the importance of graduate education to U.S. competitiveness through federal investments such as those made by NSF.\u003c\/li\u003e\r\n\t\u003cli\u003e\r\n\t\tCatalyzing government-university-industry partnerships relevant to graduate education.\u003c\/li\u003e\r\n\t\u003cli\u003e\r\n\t\tLinking NSF support to grand societal challenges in areas such as sustainability, STEM education, and cyberinfrastructure.\u003c\/li\u003e\r\n\t\u003cli\u003e\r\n\t\tSustaining graduate programs in light of recurring federal budget uncertainties, escalating competition for competitively awarded grants, changing program priorities, and NSF\u0026rsquo;s expectations for institutionalization of successful programs.\u003c\/li\u003e\r\n\t\u003cli\u003e\r\n\t\tAdvancing partnerships between NSF and U.S. graduate school\u0026rsquo;s to elevate STEM education, including the integration of research and graduate training opportunities.\u003c\/li\u003e\r\n\t\u003cli\u003e\r\n\t\tPrioritizing graduate education among competing federal priorities for STEM education. (A new report from the National Science and Technology Committee on STEM Education (coSTEM) indicates that NSF is responsible for 41% of the $2.95 billion federal investment in STEM education (President\u0026rsquo;s FY13 request). While it acknowledges the importance of federal support of graduate students, it does not target graduate education as among its top four priorities in an emergent five-year federal strategic plan on STEM education.)\u0026nbsp;\u0026nbsp;\u003c\/li\u003e\r\n\u003c\/ul\u003e\r\n\u003cp\u003eIn my role as NSF\/CGS Dean in Residence, I strongly encourage feedback from CGS institutions on these and other issues and concerns. I welcome ideas for NSF\/CGS forums and workshops, as well as suggestions about institutional or individual participants in such activities. As a next step, I am organizing an NSF panel discussion at the 2012 CGS Summer Workshop in Boston to explore future NSF priorities and effective strategies advancing STEM graduate education.\u0026nbsp;\u003c\/p\u003e\r\n\u003cp\u003eAs always, the active engagement and counsel from CGS institutions will be an essential element in \u0026ldquo;moving the needle\u0026rdquo; to the benefit of U.S. innovation and competitiveness. We need your collective \u0026ldquo;I\u0026rsquo;s\u0026rdquo; to have it!\u003c\/p\u003e\r\n\u003cp\u003e\u003cem\u003eBy Richard W. Linton, NSF\/CGS Dean in Residence\u003c\/em\u003e\u003c\/p\u003e\r\n\u003cp\u003e\u003cem\u003eReferences:\u003c\/em\u003e\u003cbr \/\u003e\r\n\t\u003cbr \/\u003e\r\n\tCommission on the Future of Graduate Education in the United States. (2010). \u003cem\u003eThe Path Forward: The Future of Graduate Education in the United States\u003c\/em\u003e. Council of Graduate Schools and Educational Testing Service: Washington, DC.\u003c\/p\u003e\r\n\u003cp\u003eDenecke, Daniel D., ed. (2009). \u003cem\u003eGraduate Education in 2020\u003c\/em\u003e. Council of Graduate Schools: Washington, DC.\u003c\/p\u003e\r\n\u003cp\u003eCouncil of Graduate Schools. (2009). \u003cem\u003eBroadening Participation in Graduate Education\u003c\/em\u003e. Washington, DC.\u003c\/p\u003e\r\n\u003cp\u003eCouncil of Graduate Schools. (2010). \u003cem\u003eJoint Degrees, Dual Degrees, and International Research Collaborations\u003c\/em\u003e. CGS Graduate International Collaborations Project. Washington, DC.\u003c\/p\u003e\r\n\u003cp\u003eCommission on Pathways through Graduate School and Into Careers. (2012). \u003cem\u003ePathways through Graduate School and Into Careers\u003c\/em\u003e. Council of Graduate Schools and Educational Testing Service: Washington, DC.\u003c\/p\u003e\r\n\u003cp\u003eCouncil of Graduate Schools. (2008). \u003cem\u003eGraduate Education and the Public Good\u003c\/em\u003e. Washington, DC.\u003c\/p\u003e\r\n\u003cp\u003eNSTC Committee on Science, Technology, Engineering, and Math Education. (2010). \u003cem\u003eFederal STEM Education Inventory Data Set\u003c\/em\u003e.\u0026nbsp; Washington, DC. http:\/\/www.whitehouse.gov\/administration\/eop\/ostp\/nstc\/committees\/costem.\u003c\/p\u003e\r\n\u003cp\u003eMorrissey, Susan R. (2012). Subra Suresh. \u003cem\u003eChemical and Engineering News\u003c\/em\u003e, 90(4), pp. 9-12.\u003c\/p\u003e\r\n\u003cp\u003eLightbourne, James. (2012). Division of Graduate Education-National Science Foundation: Washington, DC.\u003c\/p\u003e\r\n\u003c\/div\u003e\u003cdiv class=\"end-article\"\u003e\u003c\/div\u003e"}